International Journal of English Language Educationhttp://macrothink.org/journal/index.php/ijele
<p>International Journal of English Language Education (IJELE) is an international, peer-reviewed, online journal published by Macrothink Institute, USA. It provides an academic platform for professionals and researchers to contribute innovative work in the field. IJELE carries original and full-length articles that reflect the latest research and developments in both theoretical and practical aspects of English Language Education. The journal is published online, and the online version is free access and download.</p>The journal focuses on the following topics:<br />* Theory and practice in English Language Teaching and Learning<br />* Teaching English as a Second or Foreign Language<br />* English language teachers’ training and education<br />* Studies in English Culture and Literatureen-US<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p> <p>Copyrights for articles published in Macrothink’s journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>ijele@macrothink.org (Nancy Bronte)ijele@macrothink.org (Technical Support)Sun, 23 Nov 2014 00:58:55 -0800OJS 2.4.2.0http://blogs.law.harvard.edu/tech/rss60Learners’ Belief Changes about Language Learninghttp://macrothink.org/journal/index.php/ijele/article/view/6654
<p>The present study examines university students’ beliefs about language learning. Beliefs have been considered as an important factor affecting the process of language learning. In fact, this paper investigates changes in the learners’ beliefs during the course of one semester. Data were gathered through the administration of Horwitz’s (1988) BALLI questionnaire. Descriptive statics were applied to precisely analyze the quantitative data. The results of students’ responses to the questionnaire items revealed that Iranian university students had a positive attitude regarding learning English in that it can provide an appropriate job conditions for them. One highlighting point in terms of their beliefs change included their attitude toward the difficulty of learning English that, at the end of the term, over half of them held this belief that English is a difficult language in comparison with the beginning of the term, which nearly less than one third of the learners had this sort of belief considering English as a difficult language. The findings seem to alert our teachers to adopt an appropriate approach regarding their students’ initial realistic beliefs about language learning to help the learners remove their simplistic beliefs and finally may reach to better results at the end of the term.</p>Ali Mohammad Fazilatfar, Rajabali Rayati Damavandi, Rezvan Harsij Sani, Javad Kia Heiratihttp://macrothink.org/journal/index.php/ijele/article/view/6654Sun, 23 Nov 2014 00:00:00 -0800An Investigation into Concerns of English Instructors at Turkish Universitieshttp://macrothink.org/journal/index.php/ijele/article/view/6655
<p>This study aspires to reflect on future objectives of teacher education in terms of focusing on common professional concerns of English language instructors in complex and challenging teaching environments at tertiary level. In this research, it is aimed to investigate the professional concerns of EFL instructors impacting on their teaching practice. First, a semi-structured questionnaire consisting demographic data of the participants and open ended-questions was delivered to English instructors working in different Turkish universities in order to see what their concerns were and how they were regarded and experienced by these instructors. Then, the answers given to open-ended questions underwent content analysis in order to shed light upon these concerns in a more detailed fashion. In the end, the concern levels in 11 broad areas (methodology, content, technology, classroom issues, learner-related issues, administrative issues, job satisfaction, testing and classroom environment), the factors impacting on teacher these concerns besides the relationship between gender and teaching experience regarding professional concerns were addressed. Limitations and suggestions were offered for further studies to highlight the instructors’ concerns at the end of the study.<strong></strong></p>Esra Yatağanbabahttp://macrothink.org/journal/index.php/ijele/article/view/6655Sun, 23 Nov 2014 00:00:00 -0800Using Web-assisted Instruction to Improve Student Achievement in English as a Foreign Languagehttp://macrothink.org/journal/index.php/ijele/article/view/6656
<p class="Abstract">This study investigated the effects of web-assisted instruction (WAI), as compared with sole use of traditional face-to-face classroom instruction, on student learning of English as a foreign language by adopting a pretest-posttest control-group quasi-experimental design. The participants included 183 students from four intact classes in a technological university in southern Taiwan. A standardized English proficiency test was utilized as the pretest and posttest to measure student progress over an 18-week period. The results showed that (1) WAI is more effective than traditional instruction alone in improving students’ posttest performance, (2) active participants in the online course achieve higher scores than passive ones in the posttest, (3) WAI has no differential effects for students of different ability levels, and (4) the experimental students acknowledged the advantages of WAI, but held reserved attitudes towards WAI. This study suggests that web-based learning be incorporated into the curriculum to provide students with additional learning in English, that students be guided and monitored throughout the process to ensure online learning success, and that teaching strategies be developed to encourage students to take control and responsibility for their own learning.</p>Chia-Hsiu Tsaohttp://macrothink.org/journal/index.php/ijele/article/view/6656Sun, 23 Nov 2014 00:00:00 -0800Importance of Task Complexityhttp://macrothink.org/journal/index.php/ijele/article/view/6700
<p>Although the concept of task and its role has been a matter of much controversy in the field of second language acquisition (SLA), there is a general agreement that in language learning, task complexity is required for the effectiveness of the final performance of tasks, (Robinson, 2011). <strong></strong></p><p>This paper is an overview of the task based language teaching, task complexity, its definition and its importance in language education to gain more insights into this area and its effect on second language (L2) development. Robinson (2001, p. 29) defines task complexity as “the result of attentional, memory, reasoning, and other information processing demands imposed by the structure of the task on the language learner.” Our goal is to gain further insights into this area of second language acquisition (SLA) research by understanding how task complexity works and the effects it has on L2 acquisition.</p>Ma'soumeh Sanayee, Amir Rezaeihttp://macrothink.org/journal/index.php/ijele/article/view/6700Fri, 28 Nov 2014 00:00:00 -0800Investigating Individual Voice in Thematic Development in Academic Assignments Written by Iraqi and Australian Postgraduate Studentshttp://macrothink.org/journal/index.php/ijele/article/view/6710
<p>The notion of individual voice is an important aspect of functional grammar in student’s academic writing, as taking a stance is one of the most important requirements of academic assignments at Australian universities. Jalilifar (2009), for instance, demarcated thematic development as an element which plays a crucial role in the message function of language. This raises an important question as to how postgraduate students as academic writers deal with the function of thematic development in terms of individual voice in demonstrating a critical argument. Unfortunately, few studies have focused on this aspect in relation to Iraqi postgraduate students in the Australian context of writing. To this end, four academic assignments were selected and analysed to uncover the similarities and differences in the function of the thematic development, and to determine whether and how students of different cultures stamp their individual voice on the text through the thematic development elements of their academic arguments. Using Eggin’s (2004) model of thematic development, this paper concerns a corpus of four academic assignments from four Masters Students (two Iraqi and two Australian students). The data analysis revealed marked differences in these four academic assignments regarding the functions of thematic development as a starting point for their academic argument. The findings showed that the Iraqi postgraduate students struggled both in expressing their individual voice through the function of thematic development, and in supporting their claims with evidence from what they had read. The study presents a critique of Kaplan’s claims (1966) that the zig-zag pattern is a characteristic of Arab students’ writing, in contrast to the linearity of English writers. Instead it found that the Iraqi non-native writers of English were writing their assignments by copying and writing what they read from their texts and one reason for this was that the element of individual voice has not been emphasized in the Iraqi education system. </p>Ali Jabbar Al BAKAAhttp://macrothink.org/journal/index.php/ijele/article/view/6710Sun, 30 Nov 2014 00:00:00 -0800Gender in Students’ Achievement in English Essay Writing Using Collaborative Instructional Strategyhttp://macrothink.org/journal/index.php/ijele/article/view/6763
<p>This study investigated the effects of gender using collaborative instructional strategy on students’ achievement in English essay writing. The design is a quasi experimental study of pretest post test non equivalent control group design. The sample of the study was 191 SS 2 students in four co-educational secondary schools in Abakaliki urban schools with population of 1,797 students. The instrument used was EEAT achievement test. Two groups of students were taught using collaborative instructional strategy for experimental group and the conventional method was used for control group. Mean and standard deviation were used to analyse the research question while ANCOVA analysis of covariance was used to test the hypothesis at an alpha of 0.05 level of significant. Results obtained indicated that males performed better than females in the experimental group but females performed better than males in the control group. Test of significance showed no significance. Hence, the hypothesis was accepted. The educational implications were that sex is not a barrier to attainment of a students’ desire in education. Instructional strategy that is gender sensitive but yields effective result for both sexes should be used with caution so that it will benefit both sexes. </p>Okonkwo Adaobi Fideliahttp://macrothink.org/journal/index.php/ijele/article/view/6763Wed, 10 Dec 2014 00:00:00 -0800Improving the Effectiveness of the Peer Feedback Technique: The Impact of Focusing EFL Student-writers on Macro Level Featureshttp://macrothink.org/journal/index.php/ijele/article/view/6764
<p>The study on which this article is based suggests a new form of the peer feedback technique that focuses learners on providing their fellow students with macro peer feedback alone, leaving the provision of micro feedback to the teacher. It investigated the impact of the new form on learners’ overall writing quality, and on macro and micro level writing features. The participants were 41 Saudi EFL undergraduate students undertaking an English programme. The design of the study consisted of two phases: during phase 1 the conventional form was introduced, and during phase 2 the new form was introduced to the participants. The participants developed and practised giving and receiving peer feedback on 10 argumentative essays in total, two drafts each. Pre-, mid- and post-tests and mid- and post-interviews were administered. The findings of the study suggest that each form of the technique had a significant impact on the participants at a statistical level, with the new form having even greater impact. It was also found that the new form had a more positive impact at the macro level than the conventional form.</p>Suliman Mohammed Alnasser, Hesham Suleiman Alyousefhttp://macrothink.org/journal/index.php/ijele/article/view/6764Wed, 10 Dec 2014 00:00:00 -0800In-house Placement of Freshman Students for the EAP Program in a Hospitality-Specialized Institutionhttp://macrothink.org/journal/index.php/ijele/article/view/6765
<p>In the language testing field, in-house placement tests are not often mentioned in research. The purpose of this study is to discuss the development of a new in-house placement test for an English for academic purposes (EAP) program at a hospitality-specialized university in Taiwan. The context of the program and the test development process are described. The testing purposes and formats are also presented. Based on quantitative analyses, the test results are interpreted. Practical teaching applications for this particular program and future research suggestions are provided.</p>Hsiao-I Houhttp://macrothink.org/journal/index.php/ijele/article/view/6765Wed, 10 Dec 2014 00:00:00 -0800Toward a Vivid Pedagogy in the Multilingual Blended Classroomhttp://macrothink.org/journal/index.php/ijele/article/view/6784
<p>In spite of a boom in studies on blended learning, including much related to English language learners (ELLs), few have aimed at identifying empirically validated practical and theoretical underpinnings to guide the design of blended-learning activities and research. Meanwhile, recent work in second language (L2) motivation theory has illuminated avenues for exploring how learner-generated multimodal artifacts may represent inherently interesting units of instruction as well as sites of L2 identity formation. This paper aims at both applied and basic ends: (a) to argue that empirically validated evidence already exists for an immediate application of an informed multimodal blended-learning pedagogy for ELLs, and (b) to suggest a theoretical framework based on current L2 motivation theory to guide future research.</p>Justin Nicholeshttp://macrothink.org/journal/index.php/ijele/article/view/6784Sun, 14 Dec 2014 00:00:00 -0800Feasibility of Using Poetry in a Textmasters’ Environment to Teach Mathematics to Secondary School Studentshttp://macrothink.org/journal/index.php/ijele/article/view/6785
<p>Most Nigerian students, do exhibit phobia for mathematics and its related disciplines because of its abstract and wired nature. Poetry being one of the genres of literature has its peculiarity of lyrical entertainment. Textmasters strategy establishes collaborative learning environment of literature circles in content areas. Students in textmasters are placed in groups of four with the roles of Discussion Director, Summarizer, Vocabulary Enrincher and Webmaster. They are often given a schedule of the reading of the upcoming chapter. All the students read the same section of the book, but usually complete a role sheet to guide their perspectives: Reading aloud of any entertaining and informative poems normally spark students’ interest in posing and solving mathematics problems through textmasters. For example, while reading aloud, the students are actively involved and constantly comment on how the poems connect to mathematics, especially how they describe and illustrate the concepts, in this instance, simple interest.. This paper, proposes the feasibility of using poetry to teach mathematics in a textmasters’ environment. It tries to explore the nature and concepts of textmasters and poetry in mathematics teaching; the connections between mathematics and literature; and practical steps in a textmasters’ environment for the teaching of mathematics through poetry. The crux of the matter is for teachers to see poetry as a wonderful aid that could assist in the teaching of the often dreaded mathematics. It is hoped that it will help teachers to investigate and reflect more on the power and potential of an interdisciplinary curriculum.</p>Chinyere H Maduabuchi, Ukamaka Ukamakahttp://macrothink.org/journal/index.php/ijele/article/view/6785Sun, 14 Dec 2014 00:00:00 -0800Utilization of Content-Theme-Based Instruction: An Overhaul of English Language Learning for Non-native English Learnershttp://macrothink.org/journal/index.php/ijele/article/view/6786
<p>Teaching and learning English in international programs in an EFL nation as Thailand are uneasy tasks for both teachers and learners since English courses are provided parallel with content courses that use English as a medium of instruction. It causes an urgent demand of high level of English proficiency applying in the study; therefore, not only English communicative skills are required, but also English academic skills are demanded. As a result, a teaching approach integrating both content and language teaching and learning as Content-Based Instruction (CBI) approach was selected to develop academic reading and writing skills of Thai EFL undergraduates studying in the international programs aiming to investigate effectiveness of CBI approach in developing Thai EFL undergraduates’ academic reading and writing skills. The study was carried out at Mae Fah Luang University, Chiang Rai, Thailand. Pre-and post-tests and a semi-structured interview were used to examine their academic reading and writing skills improvement after the use of CBI in the classroom. The research findings indicate that the students got better results in post-test of academic reading and writing skills, and the students thought that this approach of teaching enabled them learn pleasantly by not worrying too much on grammar as other academic English courses they used to study. As CBI approach enabled the students improved the skills at the end of the course and generated good feeling when learning, it can imply that CBI approach is effective in teaching academic reading and writing skills at tertiary level in this particular context.</p>Khwanchit Suwannoppharat, Atima Kaewsa-ardhttp://macrothink.org/journal/index.php/ijele/article/view/6786Sun, 14 Dec 2014 00:00:00 -0800English Language Perception and Needs for English for Specific Purpose (ESP) of 11th Grade Students at 116 State High School Ragunanhttp://macrothink.org/journal/index.php/ijele/article/view/6878
<p>This study investigates English language perception and needs for English for Specific Purpose of 11th grade students at 116 State High School Ragunan, since the students are teenage professional athletes. The difference English need with the average high school students’ need make this study significant. The school is also applying the latest Indonesian curriculum, <em>Kurikulum 2013 </em>which can be combined with the specific purpose of the students. The method used in this study is descriptive quantitative, using closed-questionnaire and interview. The result shows that the students’ perception of English is still low in four aspects (listening, reading, writing, and speaking), but the lowest is speaking skill. It is important for the teachers to provide students with the skill they need the most and meet the change of curriculum in Indonesia.</p>Lidya Pawestri Ayuningtyashttp://macrothink.org/journal/index.php/ijele/article/view/6878Tue, 06 Jan 2015 00:00:00 -0800Importance of Teachers’ Assessment Literacyhttp://macrothink.org/journal/index.php/ijele/article/view/6887
<p>Assessment of student is one of the most important responsibilities of teachers, because the quality of teaching in classroom is closely associated with the quality of the applied assessment. Hence it is essential for teachers to possess assessment literacy. Assessment literacy is important because it helps teachers to perceive, analyze and use data on student performance to improve teaching. Stakeholders are influenced by language tests, therefore; being assessment literate is more vital for them, because assessment illiteracy results in inaccurate assessment and consequently the purposes of assessment could not be fulfilled. It is necessary for teachers to develop language assessment literacy to prevent serious consequences for teachers and students.</p>Bayat Khadijeh, Rezaei Amirhttp://macrothink.org/journal/index.php/ijele/article/view/6887Fri, 09 Jan 2015 00:00:00 -0800Understanding the Dynamics of Language Centers in Non-School Settinghttp://macrothink.org/journal/index.php/ijele/article/view/7090
<p>Language centers as a form of outside schooling are gaining local and international reputation for their contribution to English language training. However, despite of them being widespread, only very few and limited researches have been conducted about them. This paper, hence, aimed to explore the phenomenon behind language centers by identifying their purpose, programs and practices that made them effective contributors to English language education despite their deregulated status. To collect data, the study used semi-structured interview and class observation conducted among five language centers situated in a non-school setting. Results of the interview showed that although language centers are deregulated educational institutions, they follow a structure similar to a regular school, but may differ when it comes to flexibility of curriculum, diagnostic procedure, classroom management and student evaluation process. It was also observed that while language centers are primarily profit-driven, they abide to learning philosophies or institutional objectives that are transformed and applied to their teaching approaches and style. Other data from interview were classified according to instructional management style, administrative roles and policies and human resource management. Furthermore, it has also been observed how language centers play an important role in the economy and society.</p>Katrina Ninfa M. Topaciohttp://macrothink.org/journal/index.php/ijele/article/view/7090Thu, 12 Feb 2015 00:00:00 -0800A Case Study of International - Friendly Campus in an EFL Environmenthttp://macrothink.org/journal/index.php/ijele/article/view/7120
<p>Due to the trend of internationalization in higher education, every university in Taiwan eagerly implements their facilities and employee trainings. By studying the learning experiences between the international students and the domestic students for achieving the internationalization of the campus, the government legislates for attracting more international students. Moreover, the universities should take actions to guarantee international students’ adaptation of learning and living. Furthermore, both legislation and facilities can promote foreign students’ motivation to study in Taiwan. Many international students do not know Chinese well, so universities have to offer efficient learning resources to decrease the difficulty of studying in Taiwan. The research methods comprised quantitative and qualitative methods to collect and analyze the data. The researchers collected seventy questionnaires, interviewed four students, and observed the classes to investigate the internationalization of the campus. This study investigated how the international learners’ perceptions on Chinese learning, interaction with teachers and classmates, and English communication. The results revealed that the participants satisfied with Chinese learning, interaction with teachers and classmates, and English communication. However, the participants suggested that the administrative section of the campus lacks English proficiency. According to the interview, this study offered some suggestions for internationalization of the campus.</p>Chia Pei Wu, Hsu Chenghttp://macrothink.org/journal/index.php/ijele/article/view/7120Wed, 18 Feb 2015 00:00:00 -0800Pragmatic Diagnosis and Resolution of Learners’ Language Difficultieshttp://macrothink.org/journal/index.php/ijele/article/view/7155
<p>The school environment is typically a complex social one in which the learner participates. Observing the child in this environment is ideal and should be a priority for diagnosing learner’s language competence. This paper examines techniques through which teachers can diagnose learners’ language problems. These involve the use of pragmatic tools such as intention, inference and world knowledge. The study also employs the use of the six levels of competence as mapped out by Lawal in his pragma-communicative model to suggest suitable language activities for learners. The activities are just samples to guide language teachers in planning their language lessons. The result of the study reveals that many Nigerian students and generally, second language learners of English, are deficient in demonstrating good and appropriate language behaviours. On the basis of the findings, we recommend a more pragmatic way of teaching English or any other language, as a second language. Also, the number of learners in the classrooms should be reduced to enable the practice of skill-oriented teaching techniques.</p>Esther Olayinka Bamigbolahttp://macrothink.org/journal/index.php/ijele/article/view/7155Tue, 24 Feb 2015 00:00:00 -0800ESL Teachers’ Attitudes towards Using ICT in Literature Lessonshttp://macrothink.org/journal/index.php/ijele/article/view/7158
<p>Literature component has been a part of the English Syllabus in Malaysian secondary schools and the learning of literature in English is not easy. To improve the quality of teaching English Literature, over the years the integration of Information and Communication Technology (ICT) in the teaching of literature is seen as an important aspect. However, past studies suggests that effective integration depends on teachers’ attitudes and skills in using ICT. Depending on the fact that teachers’ attitude is a major predictor in the process of ICT integration, this study investigated the attitudes of English teachers in Sarawak towards ICT. The proposed study will use quantitative methods to find out teachers’ ICT usage and their attitudes towards it. It further seeks the problems and challenges that may hinder the use of ICT in literature lessons. For that purpose, 30 English teachers from various secondary schools in the state of Sarawak have been selected as the sample. They were given questionnaires and SPSS for Microsoft Windows was used to complete the analysis of the collected data. The study revealed that ICT is used on the satisfactory level by the teachers. In addition, the teachers possessed an acceptable positive attitudes towards the use of ICT tools in Literature lessons. However, the analysis of the data also showed several challenges that might hamper the possibility of using ICT in Literature lessons. To conclude, there should be more actions that should be taken to promote the use of ICT in Literature lessons in the future.</p>Parilah Md. Shah, Joscyln L. Empunganhttp://macrothink.org/journal/index.php/ijele/article/view/7158Wed, 25 Feb 2015 00:00:00 -0800English Language Curriculum Change in an EFL Context: Shallow Scope and Marginalised Professionalshttp://macrothink.org/journal/index.php/ijele/article/view/7172
<p>The centrality of teachers’ views about curriculum change have long been established to exert a powerful influence in implementing educational reforms. Whilst abundant research has evidenced this, the perceptions of teachers of English as a foreign language about curricular change in Saudi Arabia is an under-researched topic in a country undergoing continuous but failing reforms. This small-scale qualitative study aimed to bridge this gap and contribute more broadly to our understanding of how teachers’ voices of the agendas of curriculum change reflect the complexity of the implementation of the intended reforms especially in an EFL contexts. The study utilised semi-structured interviews and employed qualitative data analysis. The findings showed that teachers denounced the change due to its confined scope on compliance to word-for-word implementation of ‘textbooks’. Consequently, teachers faced a number of challenges, developed negative images about themselves and as a result resisted the change. Recommendations pertained to curriculum research methodology and curriculum change stakeholders.</p>Hussein Assalahihttp://macrothink.org/journal/index.php/ijele/article/view/7172Sat, 28 Feb 2015 00:00:00 -0800